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Öz

PThe aim of this study is to develop a valid and
reliable measurement tool that can be used to determine the technological
pedagogical content knowledge efficiency of mathematics teacher candidates. The
study was conducted with 453 elementary and secondary school mathematics
teachers. SPSS and AMOS programs were used for statistical analysis. Since the
conceptual framework of TPACK is obvious, the scale items are written around
this existing frame in TPACK sub-dimensions and for that reason only
Confirmatory Factor Analysis (CFA) was performed on the predetermined factors.
Total correlations of the items in the scale range from .33 to .86. The results
of the t-test between the item average points of the upper 27% and lower 27%
groups showed that the differences were significant for all items and factors.
The internal consistency Cronbach Alpha coefficient calculated for the overall
scale was .98, and for sub-dimensions it was between .81 and .97. These results
indicate that the reliability of the scale is high. As a result of the
confirmatory factor analysis, the criterions for the reconstructed model
adaptation were examined considering the modification proposal and the model
adaptation was found sufficient. As a result, the use of measurement tool
consisting of seven sub-dimensions consisting 79 items in five Likert type was
made ready. The obtained TPACK efficiency scale proves to be a valid and
reliable measurement tool that can be used in determining the self-efficiency
of teacher candidates.